Question: If thousands and thousands of students consider their exam paper to be unfair, is it?

The furore on Facebook last week about A-level biology modules raises a new spectre to add to the misery of exam authorities already under fire after concerns were raised by teachers about the grading of last summer’s new style AS examinations.

Students sitting a biology module started an online protest that quickly built up steam. AQA, one exam board which was criticised, recognised a new phenomenon and responded reassuringly. It said: “the board was aware of concern amongst some candidates … that the exam has not allowed them to fully demonstrate their understanding and abilities … We will take account of these concerns when marking the examinations.”

In the deferential society in which I was educated, such protests, even had the technology made it possible, would simply never have taken place. Exam results were accepted as having an authority that neither teachers or parents or students ever questioned. There was always scepticism about what an exam result told you – in those days of single exams at the end of two years of A-level work, everyone knew you could have an off day. Tough. But the grade you got was just accepted.

Now the requests for exam remarks increase year on year and the number of marks that are changed are significant enough to encourage the practice. The requests have to go through centres but it would be a brave school that said no. The other well established route to the markers is through teachers who can comment on exam papers if they feel there is something that is an over-arching injustice rather than just that a candidate didn’t revise.

Facebook has allowed young people to form a lobby group. But lobby groups aren’t necessarily right. Too many of the comments read like a generation who wants it all and wants it now. “I’ve spent six months really trying my best” is the theme of many comments. Welcome to the real world. You can do all that and it doesn’t mean you get the prizes.

If I were advising an exam board, I’d say stick with the academics and the senior practitioners who set the exams.

Underlying the protest is the problem that we are putting too much reliance on exam systems that are always going to be imperfect and subjective.

* Sarah Evans – Principal of King Edward VI High School for Girls.